Rhythmic Movement Training Level 1 & 2 (ADD/ADHD/Autism)

Remanlay RMT

what is RMT?
Rhythmic Movement Training (RMT) is dedicated to bringing tremendous benefits to children and adults with challenges including:

  • dyslexia
  • dyspraxia
  • coordination difficulties
  • Autism Spectrum Disorders
  • Parkinson’s disease and stroke

RMT looks at the role of developmental movements that babies naturally make

  • Before birth
  • The first six months after birth
  • As they get up on their hands and knees
  • As they learn to walk

RMT looks at how these movements are crucial in laying down the foundations for neural network pathway growth and myelinisation in the brain, and its effect on learning as we grow and develop, and come to rely on the lifelong postural reflexes.  It works with integrating the retained, or underdeveloped, infant reflexes that are involved in learning challenges such as ADD/ADHD, dyslexia, dyspraxia, writing problems, focussing and comprehension challenges, co-ordination difficulties and Asperger’s Syndrome.

RMT has also been successful in working with people with anxiety, panic, emotional imbalances, behavioural problems, schizophrenia, Parkinson’s, psychosis and general overwhelm.

this training is best for
If you work in these fields :
Education • social work • physiotherapy • occupational therapy• psychology and psychiatry chiropractic • kinesiology • care giving for children, the elderly or adults with special needs. OR
are a family member of someone with special needs, are interested in self-growth.

RMT 1: 15 & 16 Oct 2011
RMT 2: 17 Oct 2011

course organizer and location
Breakthru Enrichment Station
70-2, 2nd Flr, Blk H, Platinum Walk
Taman Danau Kota, Setapak
53200 Kuala Lumpur, Malaysia
Map: http://breakthru.com.my/map

course content
RMT Level 1 (RMT and ADD/ADHD)
16 Hours

In this 2-day course participants learn the basics of the Rhythmic Movement Training: how rhythmic movements can be used to assist in regulating muscle tone; stimulating the connections between the cerebellum and the neocortex, especially the frontal lobes in order to improve attention and control impulses. The course also includes examining the role of the primitive reflexes in development, and how to integrate them using rhythmic movements and isometric pressure.

Participants in this class have been teachers, occupational therapists, physiotherapists/physical therapists, behavioural optomotrists, vision trainers, kinesiologists, Brain Gym instructors, doctors, nurses, early childhood specialists etc. Course content includes:

What is RMT?
The Triune Brain and Development
Nerve Chassis, Cerebellum,
Reptile Brain/Basal Ganglia
Development and Primitive Reflexes
RMT and Primitive Reflexes
TLR, Landau, STNR, Spinal Galant, Amphibian, Babinski
Active and Passive Movements for Integration
Identifying Developmental Imbalances

RMT Level 2 (RMT & The Limbic System)

This 1-day course addresses how the rhythmic movement training affects our emotions, how to work with movements to get in touch with our emotions and to stabilise them when they threaten to take control. It also examines how stress and daily life affects our body and how the rhythmic movements can help to relax and ease muscle tension. It is a necessary supplement for anyone who wishes to work with rhythmic movement training. The course also deals with rhythmic movement training in autism and psychosis. Course content includes:

Emotional Development and RMT
Moro Reflex and Emotions
Motor Function and the Limbic System
Movements for Emotional Development
Muscle Tension and Repressed Feelings
Movements to Relax Muscle Tension and Release Feelings
Movement for the Limbic System
Movements for the Spine
The Importance of Play
Emotional Reactions to RMT
Frontal Lobes the Limbic System and RMT
Autism and RMT

Pre-requisite: RMT Levels 1

speaker’s profile
RemanlayHenry Remanlay, has been learning and using RMT for special needs children since 2003, and a Brain Gym and TFH Instructor since 2002. with his wife, Dr Tan Shot Yen, establish “ Dr TAN WELLBEING CLINICS & REMANLAY SPECIAL NEEDS’ HEALTH ” in 2008, Henry gives many consultations in some special needs schools in Jakarta.




please register online here


Learning Difficulties Caused by Dyslexia

Children with dyslexia experience many learning difficulties. Most of the learning difficulties vary from child to child in types and levels. However, a common behaviour of these children, without proper guidance and acceptance, are a lack of self confidence and have very low self-esteem.

The following are some of the learning difficulties caused by dyslexia experience by many dyslexic children:

1. Difficulties with spelling.
Dyslexic children have difficulty with phonological processing. They have difficulties in identifying sounds, knowing how many sounds there are, and knowing the order in which sounds occur in words. They tend to spell with sensible phonic but wrong i.e. jerney for journey. They also experience difficulties with visual memory when they show jumbled spellings i.e. thron for thorn

2. Difficulties with reading.
Some dyslexic children have difficulties with visual tracking when they have difficulties to decode words, read fluently from left to right and therefore have difficulties to comprehend what they have just read.

Read more “Learning Difficulties Caused by Dyslexia”

Improving Self Confidence of a Dyslexic Child

I have been working with many children with different level of learning difficulties. They are between the age of 5 to 8 years old. Most of them have very low self confidence and behavioral problems. I’ve discovered beside encouragement and motivation (which are very important), there are other practical ways we could apply to help these children to build on their self confidence. Hope you find the article below useful for your pursuit to make a difference to your child or other children with learning difficulties.

Ways to improve a dyslexic childʼs self confidence

by Phoebe L


Self-confidence is having confidence and being sure of oneself own value and abilities. In view of the difficulties a dyslexic child maybe experiencing peer pressure and familyʼs expectation on him/herself, a dyslexia child usually has low self confidence instead.

In order to help the dyslexic child to overcome their difficulties, firstly we need to help him/her to build a basic foundation to be secured and have self confidence.

A dyslexic child needs to be accepted as who he/she is. Itʼs important that adults i.e. parents, care taker and teachers who are in direct contact daily with the child need to be positive, encouraging in words and actions.

The followings are some of the ways the adults could help to improve a dyslexic childʼs self confidence:

Read more “Improving Self Confidence of a Dyslexic Child”

Hear your child read

Hearing a child reads with pleasure is a very rewarding experience a parent could enjoy. Here are some steps how you could improve the way you hear your child read.

Building confidence

  • As reading is an acquired skill, it is important that we must always build a child’s confidence and interest when we encourage him/her to read. This will result a life long love for reading.
  • The Golden Rule for hearing a child read is to tell him/her the word he/she does not know, and the moment you feel you are tensing up, just switch over to you reading to the child for the next few pages until you feel a bit more relaxed.
  • By doing so, your child is learning to be confident that you will always tell him/her a word which he/she does not know, and can trust that reading with you will be a pleasurable experience.

Create a routine and the right ambience

Read more “Hear your child read”

Effective Teaching Strategies

Most of the dyslexic children and teenagers (learners) face difficulties in coping with the traditional curriculum and teaching styles focusing on the use of visual and audio senses. This is due to their difficulties with either or both of these senses. Some of them may have difficulties with tracking, visual processing, seeing the words become fuzzy, auditory memory or auditory processing. Nevertheless, with proper teaching strategies, they can achieve their true intellectual potential.

Below are some of the recommended teaching strategies for dyslexic learners.

Multi-sensory teaching approach

One of the most effective teaching strategies is using multi-sensory teaching approach. This approach helps them to learn also through tactile and kinetic sensations. For example, in helping a dyslexic child to have breakthrough on the confusion over the direction of ‘b’ and ‘d’, multi-sensory approach means the child has a visual memory from seeing the letter, an auditory  memory from hearing the sound it makes, a tactile memory from writing the letter in the air, touching the sandpaper letter, forming letter using the manipulative such as play-dough, clay or plasticine and  a kinetic (body movement) memory from having draw the letter really large on the carpet.

My personal experience with an 8-year old boy learning his spelling list using multi-sensory approach:

Read more “Effective Teaching Strategies”

How to help a dyslexic child to improve in math/s – part 2

Many dyslexic children also have problems comprehending the vocabulary and symbols used in mathematics. It is also a common problem that these children will be confused with math symbols that look similar. Likewise, they often reverse numbers, which lead to errors when performing simple calculations and arithmetic.


Despite facing the above mentioned difficulties, a dyslexic child could further improve in math/s if he/she begins to feel more confidence about it and enjoys the process of learning math/s. Below are some strategies parents and teachers could apply:

Set up a specific time to do math together

Sit down with the child to help him with math homework/assignment.

Build a connection between math and his/her daily living

Using examples of math from bills and home repair projects can show the child the relevant role that math plays in a grown-up world.


Learning math/s in fun ways using

Snacks i.e. candies, m&ms can be used to add or subtract parts.

Games that involve math concepts e.g Board games, computer/online games.

Online Tutoring lessons that combine fun math games with personalized instruction so that the child get to have fun and lots of extra help with math.

Individualized Independent activity sheet

Prepare appropriate individualized independent activity sheet for the child that allows him to succeed at every attempt of working on the math questions.

Help the child to discover his/her own error

Help the child to discover any errors by saying, “Why don’t you check that one again?”

The math children use in school is just a formal application of all kinds of daily experiences. A dyslexic child who struggles with math at school doesn’t need constant drilling of specific problem. He/She needs varied experiences that allow him/her to work with numbers in a hands-on and fun ways. When the math/s concepts have been woven into his/her perspective, he/she’ll be better equipped to handle the formal arithmetic encounters in the classroom and his daily living.

Technorati Tags: Strategies to improve in math,build connection,fun ways,discover own errors,individualised independent activity sheet,difficulties with comprehension,process of learning math

How to help a dyslexic child to improve in math/s – Part 1

It has been estimated that around 90% of dyslexic children have problems in some areas of math/s, and most of the time they will need extra help especially when new concepts of math/s are introduced.

To help a dyslexic child improve in his math/s, we must first look into the reasons for this problem.

One of the difficulties a dyslexic child experience is with sequencing.

It is important to help the child learn his/her basic 1-100 systematically. Providing a hands-on experience by using a variety of physical objects and real scenarios (e.g. counting guests) to demonstrate numbers visually will enhance the child’s interest in math/s. The following steps are recommended:


  1. Lay out 100 blocks, with 10 blocks on each line, practice counting from 1 to 100 e.g. 1,2,..99, 100
  2. Lay out 100 blocks in group of tens, practice counting from 10 to 100 e.g. 10, 20..90,100.
  3. Arrange the blocks in group of fives, practice counting from 5 to 100 e.g. 5,10, ..95, 100.
  4. Count backwards, starting from 10 down to 0 e.g. 10, 9, ..0, and working up to 100 down to 0.e.g. 100, 99, …2,1,0 (practice daily until he/she can count backward fluently)

It’s important first to build a solid foundation on the child’s basic math/s and then build other concepts on top of it. Always remember to keep reviewing and never assume that the child knows everything.

Below was my observation of a 8 years old child that I helped to breakthrough with her sequencing concept. I hope this will encourage us to KEEP reviewing with our children until they breakthrough. It is definite a slow but sure process.

Observation on Counting Backwards

CY was able to count to 100 with some guidance especially where there is a change of tens. After few rounds of counting verbally while putting the blocks, CY was able to count 1-100 quite fluently.

Counting backward was a great struggle. She got stuck many times. We did a few rounds of you say and i say – ‘tell me the number before’. When she began to feel more confidence, we tried saying the backward numbers again, but this time I encouraged her to remove the block one at a time as she said the number.

I noticed that she still mix up some numbers. But she is now more confidence and and say the number more fluently.

After a few sessions repeating the above counting, I noticed CY was able to complete her counting backwards activity easily.


Technorati Tags: Difficulties with math sequencing,count backwards,build solid foundation,improve in math/s,breakthrough with basic math

Don’t Ask What, Ask Why


Bangsar Lutheran Church (BLC) and Hilslearning is hosting an information session to create a greater awareness and understanding regarding those whom learn differently or have difficulties especially children.

Holistic Approach to Neuro Development & Learning Efficiency (HANDLE) provides an effective, non-drug alternative for identifying and treating most neurodevelopmental disorders across the lifespan including individuals diagnosed with: brain injury, stroke, cerebral palsy, autistic spectrum disorders, attention deficit disorder/hyperactivity, learning disabilities including dyslexia, Tourette’s syndrome, bipolar disorder, depression, obsessive compulsive disorder, CHARGE and other rare syndromes.

HANDLE incorporates research and techniques from many disciplines. It includes principles and perspectives from medicine, rehabilitation, psychology, education and nutrition. It is founded on an interactive, developmental model of human functioning. It provides help for families sorting out issues of: perplexing behaviours, language delays, organizational problems, sleep disorders, disorders deemed psychological in nature, maximizing learning potential, work efficiency, and social interactions.

Read more “Don’t Ask What, Ask Why”